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Introduction In my work in at an after-school program in the Bronx, I have encountered many problems in communication. Some of the students’ behavior requires disciplinary response. When these situations occur, I have observed that the students present challenges to the teachers. When the response to this challenge is a punishment, or expression of frustration, the result is that the student takes the miscommunication to the next level. Such a verbal struggle can escalate to a futile and exhausting disciplinary deadlock. On the other hand, when the teacher responds with authority, but calmly and supportively, the conflict can be defused. My experience has led me to investigate the occurrence of this technique in other educational scenarios, and its documentation in other fields.

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Literary Review, 2 Articles on Intercultural Communication Chubbuck, S. M., & Zembylas, M. (2008). Effective emotions and communications in an urban school. Simpson, A. W., & Erickson, M. T. (1983). Different types of teacher communication, including non-verbal, in response to students’ cultural identities. MacNaughton, G., Hughes, P., & Smith, K. (2007). Ways to relate to challenging students. The key is for the educator to try and start anew with the students and relate to them in a way that positively recognizes their differences.

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Non-Violent Communication Non-Violent Communication “This approach to communication emphasizes compassion as the motivation for action rather than fear, guilt, shame, blame, coercion, threat or justification for punishment. In other words, it is about getting what you want for reasons you will not regret later. NVC is NOT about getting people to do what we want. It is about creating a quality of connection that gets everyone’s needs met through compassionate giving.” (NVC website: http://www.cnvc.org/node/369)

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Hypothesis: “Tiger Talk” Research and experience show that the majority of teachers and students in cities use different cultural modes of communication. Research and experience will show that discipline using punitive tones of voice is not effective with these students. Hypothesis:A tone of voice that is empathetic and soothing, but authoritative, is more effective.